Children in small classes especially like games and sports because of their age and physiological and psychological characteristics, while mathematics is relatively abstract and boring because of its subject characteristics. If mathematics knowledge is integrated into games and sports, it can not only meet the needs of children's games and sports, but also achieve the goal of mathematics teaching well. So I designed this activity as a game, trying to attract children's attention and let them devote themselves to the activity. Such boring math knowledge will become interesting because of the game, simple and repeated exercises will become vivid because of the game, and children will learn easily and happily, and the effect will be better.

Second, state the goal:

According to the materials, I set the following two goals:

1, through activities, let children perceive "1" and "many", and initially distinguish between "1" and "many".

2. Cultivate children's interest in logarithmic activities and learn to express them in words.

Key points and difficulties:

Key points: Let children feel "1" and "a lot" by operating game activities.

Difficulties: Learn the difference between "1" and "many" initially.

Third, the activity preparation:

Rabbit headdress, all kinds of mushrooms, a basket and a magic box.

Fourth, the activity process:

1, try the activity

Teacher: Mother Rabbit wants to play mushroom picking with us. Let's see what mushrooms we have. There are red mushrooms, green mushrooms, yellow mushrooms and many mushrooms.

Explain the rules of the game: pick a mushroom you like, take any one and say, "What color mushroom do I have?"

2. Try to improve-rabbits pick mushrooms.

A, go to the grass to pick mushrooms, but the rabbit has to listen to his mother's orders and come to the grass while doing the action. "Shoot, shoot many times/jump, jump many times/take one step, take many steps/[This link is to combine the process of indoor to outdoor with jumping, so that children can understand 1 and a lot]

Can rabbits help their mother pick mushrooms? While picking, he said, "What color mushrooms did I pick?"

3. End of evaluation:

Let the children express what color mushrooms I picked. Listen to mom's command and let's go home together! (Jumping/Jumping a lot)

Verb (abbreviation of verb) s reflection on activities;

Children make progress in daily growing through games and play. Children in small classes, in particular, especially like games and sports because of their age and physiological and psychological characteristics. The game is deeply loved by children and incorporates mathematical knowledge. Games or designing math activities into games are more popular with children.

According to the children's initial experience accumulated in informal activities and the teaching objectives of small class calculation activities, I made clear the basic requirements of this activity, that is, to correctly distinguish "1" and "many" two different quantities. I adopted the situational teaching method of children's direct participation in the form of games, trying to attract children's attention and let them feel through the operation of school tools in interesting, intuitive and vivid situations. For example, the method of "magic" is used at first, and then the game scenes of "making friends with rabbits" and "rabbits picking mushrooms" are used to get them involved in activities, so that children can always participate in the game as roles. On the one hand, this not only conforms to the active characteristics of small class children, but also attracts their attention, allowing them to experience and perceive "1" and "many" in interesting games.

Such boring math knowledge will become interesting because of the game, simple and repeated exercises will become vivid because of the game, and children will learn easily and happily, and the effect will be better. I pay great attention to making children feel "1" and "a lot" in every link of the activity. For example, in the process of taking children from indoor to outdoor, I also seize the opportunity to let them jump to their destination many times, which can not only keep their attention well, but also allow them to practice during the transition. The activity also emphasizes that letting children express "1" and "many" in language conforms to the thinking development requirements of small class children in verbal action, and also urges children to understand the concepts of "1" and "many" in the expression process.